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Heteronormativity, the “privileging of heterosexuality through its normalization” (Jackson, 2006, p. 109), causes confusion and anxiety for many lesbian, gay, bisexual, and asexual preservice teachers as they consider how they will talk about their lives with students. This article explores how preservice teachers have experienced the normalization of heterosexuality and the ways in which these experiences will shape their professional practices. Focus group and follow up interviews with lesbian, gay, bisexual, and asexual preservice teachers were analyzed using a constant comparison method. Findings suggest that participants’ professional vision was largely a response to heteronormativity. They wanted to be out, be role models, and create safe spaces; yet they felt unable to achieve this vision in what they perceived as heteronormative school climates. Implications for teacher preparation programs and policies include the importance of equipping all preservice teachers to identify and disrupt heteronormativity in schools.

To address the decline in biodiversity, international cooperation in monitoring of threatened species is needed. Citizen science can play a crucial role in achieving this challenging goal, but most citizen science projects have been established at national or regional scales. Here we report on the establishment and initial findings of the European Stag Beetle Monitoring Network (ESBMN), an international network of stag beetle (Lucanus cervus) monitoring schemes using the same protocol. The network, started in 2016, currently includes 14 countries (see results) but with a strong variation in output regarding the number of transects (148 successful transects in total) and transect walks (1735). We found differences across European regions in the number of stag beetles recorded, related to phenology and temperature, but not for time of transect start. Furthermore, the initial experiences of the ESBMN regarding international cooperation, citizen science approach, and drop-out of volunteers is discussed. An international standardised protocol that allows some local variation is essential for international collaboration and data management, and analysis is best performed at the international level, whereas recruiting, training, and maintaining volunteers is best organised locally. In conclusion, we appeal for more joint international citizen science-based monitoring initiatives assisting international red-listing and conservation actions.

Initiatives to increase the number of teachers of color in U.S. public schools must be accompanied by culturally relevant teacher preparation for candidates of color. This study is a cooperative inquiry (Heron, 1996) conceived, conducted, and analyzed by five preservice teachers of color and one of their professors, a white lesbian. The women met biweekly for a year to co-construct meaning from their experiences in a teacher education program. They analyzed data sources together, including meeting transcripts, autobiographical sketches, and reflective writing on themes from the data. Key findings include the complexity of teacher candidates’ identities; the importance of support systems for teacher candidates of color, particularly within predominantly white contexts; the connection between teacher candidates’ backgrounds and their visions as teachers; and the role others’ perceptions, particularly teacher educators, have played in teacher candidates becoming teachers.

Scholarly communication, Open Access (OA), and open science practices in Psychology are rapidly evolving. However, most published works that focus on scholarly communication issues do not target the specific discipline, and instead take a more “one size fits all” approach. When it comes to scholarly communication, research practices and traditions vary greatly across and within disciplines. This monograph presents a current overview that aims to cover Open Access (OA) and some of the newer open science-related issues that are affecting Psychology. Issues covered include topics around OA of all types, as well as other important scholarly communication-related issues such as the emergence of preprint options, the evolution of new peer review models, citation metrics, persistent identifiers, coauthorship conventions, field-specific OA megajournals, and other “gold” OA psychology journal options, the challenges of interdisciplinarity, and how authors are availing themselves of green and gold OA strategies or using scholarly networking sites such as ResearchGate. Included are discussions of open science strategies in Psychology such as reproducibility, replication, and research data management. This overview will allow psychology researchers to get up to speed on these expansive topics. Further study into researcher behavior in terms of scholarly communication in Psychology would create more understanding of existing culture as well as provide researchers with a more effective roadmap to the current landscape. As no other single work is known to provide a current look at scholarly communication topics that is specifically focused on Psychology, this targeted overview aims to partially fill that niche.